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Journal articles on the topic 'Western education system'
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Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.
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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.
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Roald, Anne Sofie. "Islamic Versus Modern Western Education." American Journal of Islam and Society 11, no. 1 (April 1, 1994): 116–19. http://dx.doi.org/10.35632/ajis.v11i1.2459.
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The Islamization of education, which is part of the more overarchingdiscussion of Islamizing knowledge, has activated Muslim social and naturalscientists as well as scholars in the humanities. The wide extensionof scholarly fields involved has colored the discussion and multiplied itsviews. For a reader in the subject of Islamic education, this multiplexpicture can be confusing and make it hard to distinguish petween the differentcomponents.In his research, Kitaji has attempted to compare the modem westernand Islamic educational systems. He has divided his research into fourmain parts. First he gives an outline of national education. In this part, hedeparts from the problems faced by the Japanese educational system,where the drop-out rates have nearly doubled in the last ten years. In thecase of Japan, he finds that the curriculum is rigid and does not take intoaccount individual differences in the ability to absorb information. Hefurther argues that the psychological atmosphere discourages pupils, forthe system tries to control them by regulating their attitudes and psychicalappearance (i.e., hair-style and clothes).From the particularity of Japanese schooling, he turns to a descriptionof the western educational system in general. What Kitaji does is to generalizethe western educational system in terms of Japanese actual experiences,western educational philosophy (mostly French), and westerndomestic critics. This results in a generalization that is far too broad, andI, who live in Sweden, tecognize only a few of the author’s characteristicsof the western educational system. However, Kitaji makes an importantpoint, which I assume pertains nearly to all western countries’national educational system: neglecting the pupils’ identity formation, particularlythe spiritual part. He also emphasizes the fact that nationaleducation is based upon the state’s demands rather than the pupils’ individualneeds. Although Kitaji stresses the state’s role in the developmentof structure and of curriculum, his recurrent emphasis of the state’s rolein curriculum development makes it difficult to grasp whose conscious orunconscious forces are actually working. The research would maybe bemore substantial if some comments had been made on this subject ...
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Zhou, Tian. "Drama Education Differences Between China and Western Countries." Asian Education Studies 4, no. 2 (September 6, 2019): 31. http://dx.doi.org/10.20849/aes.v4i2.657.
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There are overall differences between the education policies and system between the Chinese and western education systems. These differences are brought up by the differences in government policies, the existing student's and orientation system, the country's population and school size, and community attitudes towards the country’s education system. By contrast, the education policies in western cultures are designed to prepare students to be more successful people in society by gaining enough educational skills and developing a strong friendship. There are several ways in which the Chinese education system completely varies with the western education system. Western countries focus on adopting varieties of learning methods in achieving a democratic government. For the Chinese, there is the management of the massive population, which is managed by a different mode of government. This paper tries to explain the differences between drama education in China and the Western cultures.
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Bagwasi, Mompoloki Mmangaka. "The major educational policies, models and ideas that have influenced Botswana’s education system." Policy Futures in Education 17, no. 3 (October 25, 2018): 370–82. http://dx.doi.org/10.1177/1478210318807779.
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Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.
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Ngale, Ilongo Fritz, and Mahlatsi Monaheng. "Holistic Education." Humanities and Social Science Research 2, no. 1 (February 25, 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.
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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.
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Malani, Joji, and Gregory J. Dever. "Telemedicine demonstration projects in the Western Pacific." Journal of Telemedicine and Telecare 3, no. 1_suppl (June 1997): 43–46. http://dx.doi.org/10.1258/1357633971930328.
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Telemedicine demonstration projects in the Western Pacific are attempting to provide distance medical consulting and distance medical education for the isolated health-care workforce of the region. The Picasso Phone system is a low-cost telemedicine system which requires only the standard telephone network for its operation, needs little additional equipment and is user-friendly. The demonstration projects have shown the utility of the system in both international, inter-island and on-island communications. All demonstration activities used the various existing island telephone systems. With the adaptation of such a user-friendly telemedicine systemas the Picasso Phone system to the Peacesat public-interest education al network, the capacity of the telemedicine network will expand to include isolated islands with Peacesat capacity which do not have access to the commercial island telephone systems.
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Erić, Ognjen. "Education and Economic Growth of the Western Balkans Countries." ECONOMICS 6, no. 2 (December 1, 2018): 27–35. http://dx.doi.org/10.2478/eoik-2018-0021.
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Summary Numerous theoretical and empiric studies investigate the correlation between education and human capital and economic development. Full affirmation of knowledge and the role of education in stimulating economic growth were provided by endogenous theory. The subject of this paper is to analyse the correlation between education and educational system and the economic growth of the Western Balkans countries (WB). The hypothesis of this work says that: education and educational system in the WB affect the growth of GDP per capita. A better education system stimulates and accelerates the economic growth and development. The aim of this research is to prove that an optimal education system stimulates the growth and development in each observed national economy. In this paper, the results of the correlation analysis indicate high compliance of higher education with GDP per capita i.e. higher education population is particularly important for the level of development whereas there is a highly compliant but inverse relation of the population with informal level of education and economic development in the WB countries.
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Okakok, Leona. "Serving the Purpose of Education." Harvard Educational Review 59, no. 4 (December 1, 1989): 405–23. http://dx.doi.org/10.17763/haer.59.4.j774101814p68423.
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In this article, Leona Okakok analyzes differences between the Northwest Alaska Inupiat and the Western world views, discusses the history of Western culture's influence on her own culture, and explains why the Native school board has taken full control of the educational system. She includes a discussion of the Inupiat's struggle to preserve their mother tongue and details how the school board has managed to adapt a foreign educational system to contemporary Inupiat culture (which accommodates both Western institutions and a traditional, subsistence-based lifestyle). Okakok's perceptive analyses encompass multiple viewpoints and engage the reader with concrete images and experiences of community-based education.
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Tsybulko, O. S. "SPIRITUALITY IN THE HIGHER EDUCATION SYSTEM: THE IDEAS OF WESTERN PEDAGOGY." Innovate Pedagogy 1, no. 20 (2020): 54–58. http://dx.doi.org/10.32843/2663-6085-2020-20-1-11.
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Overmars, Danika. "Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach." First Peoples Child & Family Review 5, no. 2 (May 5, 2020): 88–95. http://dx.doi.org/10.7202/1068934ar.
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Colonization attempted to eradicate Indigenous knowledge and Indigenous Ways of knowing through coerced education, yet education may be the key to the healing journey for Aboriginal people in Canada. At present the educational system is not serving Aboriginal students well as measured by levels of student success. The integration of Indigenous knowledge, community and education increases the likelihood of success of students in educational settings and promotes healing from colonization. Research suggests that a community based model of education is not only appropriate for Aboriginal students but is likely to enhance their education by providing community controlled and culturally relevant experiences.
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Ashworth, Margaret, and Debra Osborn. "System Level Provision for the Gifted Child: a Western Australian Initiative." Gifted Education International 5, no. 2 (January 1988): 113–16. http://dx.doi.org/10.1177/026142948800500211.
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Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC. Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.
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Nurrohmah, Mia Roswantika, and Akhmad Syahid. "Tujuan Pendidikan Perspektif Al-Quran dan Pendidikan Barat." Attractive : Innovative Education Journal 2, no. 2 (July 16, 2020): 34. http://dx.doi.org/10.51278/aj.v2i2.48.
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This article stimulated by the fact that the aim education of the Al-Qur’an perspective and western education are still not understood by various group. This condition is influenced by the lack of curiosity about the educational goals of the Al-Qur’an perspektive and westren education. The aims of article was to give a clear picture about the aim education of Al-Qur’an perspective and western education.This study revealed that the aims of education of the Al-Qur’an in relation and westren education can be known by the public. The implication of this current study is to create awareness among the society towards the educational objectives of Al-Quran and western education perspective. The method used in this study uses analytical methods, types of research, and research data sources. The data analysis method used is by using descriptive methods, namely a method that examines a condition, a system of thought or an event that occurs in the present. This type of research belong to the type of library research, namely research activities on existing data and literature.
Key words: The Aims Of Education, Al-Quran, Westren Education
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Ruban, L. S. "Comparative analysis of the Russian and Western education and scientific-training system." RUDN Journal of Sociology 20, no. 2 (December 15, 2020): 416–29. http://dx.doi.org/10.22363/2313-2272-2020-20-2-416-429.
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The article compares the Russian and Western strategies of higher education and scientific training and their implementation in the state policy. The author considers the three-level structure of scientific training which includes in the West Bachelors, Masters and PhD programs, while in Russia in the previous period - specialty, PhD program - to defend the thesis and get the degree of Candidate of Science - and Postdoc program - to get the degree of Doctor of Science. After Russia signed the Bologna Declaration at the Berlin Conference of ministers of education in September 2003, these differences were eliminated and already in 2010 Russia implemented all basic principles of the Bologna process by having transformed its system of education and scientific training on the basis of the British-American model. The author considers both advantages and losses of this reform. Thus, Russia introduced the same education standards with the West and accepted the single certification system (Bachelor, Master, PhD), which is certainly a positive side of the reform. On the other hand, by removing the specialty level, Russia lost the basis for mass scientific training without the Masters level: today we have a negative situation in the system of higher education, when thousands of young people with Bachelors degree cannot find job or continue studying and scientific career without Masters degree, but they do not have money to pay for Masters program due to financial difficulties. As a result, the production and science systems do not get enough qualified specialists and young scientists for whose training the state has already spent a lot of money. The author concludes that it is necessary to use effective foreign experience but without ignoring the Russian education and science achievements and with taking into account national traditions and specifics of the national development.
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Etzrodt, Christian, Ronald Hrebenar, Michael Lacktorin, and Don Nilson. "The Application of a Western-Style Liberal Arts Education Model in a Non-Western Environment." International Journal of Chinese Education 5, no. 1 (July 13, 2016): 65–84. http://dx.doi.org/10.1163/22125868-12340061.
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This essay investigates the need for and the challenges associated with the establishment of western style liberal arts education in a non-western nation. Two such programs in Japan are examined: Akita International University and Yamanashi Gakuin University’s International College of Liberal Arts or iCLA. The authors have been deeply involved in the establishment and administration of both of these all-English language liberal arts ba degree programs. The difficulty of establishing a liberal arts education curriculum in a country like Japan is explored by examining the cultural and institutional obstacles within the Japanese system of higher education. The two case studies are presented to highlight the establishment problems and subsequent successes of these programs in a nation with little tradition of liberal arts education at the university level. Finally, the questions of how to justify a liberal arts education program and how to design such a program are discussed by an examination of the utility of area studies as an organizing framework for liberal arts education in a non-western society.
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Honeyman, K. "Learning Difficulties of Aborigines in Education." Aboriginal Child at School 14, no. 3 (July 1986): 17–36. http://dx.doi.org/10.1017/s0310582200014371.
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Many of today’s Aborigines, when placed in the Western educational environment, are faced with a range of psychological problems. This is partly because the education system is based on Western traditions and culture which, knowingly or unknowingly, tends to ignore almost completely Aboriginal culture and traditions.For teachers to develop strategies that will help themselves and their students in the class room, attention must be focused on situations that have contributed to the Aborigines’ low psychological appreciations of Western education.
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Qi, Jinyu. "On financial support system for compulsory education in China’s Western minority areas." Frontiers of Education in China 3, no. 1 (March 2008): 97–114. http://dx.doi.org/10.1007/s11516-008-0006-6.
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Winter, Sam. "Are Behavioural Classroom Management Approaches Appropriate to a Non-Western Education System?" School Psychology International 12, no. 3 (August 1991): 211–23. http://dx.doi.org/10.1177/0143034391123008.
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Sarycheva, Tatyana V. "Formation of physical education in the system of public education in Western Siberia in the 1920s." Vestnik Tomskogo gosudarstvennogo universiteta, no. 391 (February 1, 2015): 140–47. http://dx.doi.org/10.17223/15617793/391/23.
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Srivastava, Gouri. "Zenana system of education-Its impact on women's education in Western India in the 19th century." Social Change 32, no. 1-2 (March 2002): 39–45. http://dx.doi.org/10.1177/004908570203200203.
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Llorent-Vaquero, Mercedes. "Religious Education in Public Schools in Western Europe." International Education Studies 11, no. 1 (December 29, 2017): 155. http://dx.doi.org/10.5539/ies.v11n1p155.
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Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.
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Aman, Leyla Aziz, and Masoud Ghahremani. "The influence of culture on organizational flexibility to revolute administrative system (Case study: education and nurture management in Western Azerbaijan province)." International Academic Journal of Organizational Behavior and Human Resource Management 05, no. 02 (December 20, 2018): 56–69. http://dx.doi.org/10.9756/iajobhrm/v5i2/1810014.
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Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (February 2004): 53–61. http://dx.doi.org/10.5367/000000004773040979.
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The social, economic and political systems of former communist countries have faced considerable changes since the late 1980s. Most countries in Eastern and Central Europe have undergone their own individual brand of transition from a centrally planned, command system to a more or less liberalized, Western-style market economy Many observers agree that in general there is still a great deal to be done to achieve the key goal of economic liberalization, but there is little agreement among academics as to what would constitute an effective and stabilizing transition in the region. In common with contemporary Western beliefs and attitudes, much of the new thinking and hopes for economic regeneration in Eastern and Central Europe have centred on entrepreneurship and small business development. In the early years of transition, the influx of international aid became a stumbling block to the establishment of the kind of support systems that had proved crucial for the survival and growth of small businesses in Western Europe. The demand for entrepreneurial skills and the deficiencies inherent in their new labour markets exposed post-communist economies to external shocks such as those caused by the termination of COMECON agreements and the Gulf War. The longitudinal research on which this paper is based was closely modelled on ongoing work by the authors, which involves an in-depth investigation of the ‘paradox of training’, the difference between attitude and practice, that exists in the small business sector of the UK economy. Following the results of a pilot study undertaken in the UK, the research was extended to include small business sectors across Eastern, Central and Western Europe.
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Merlin, M. D., and J. O. Juvik. "Bird protection in Western Samoa." Oryx 19, no. 2 (April 1985): 97–103. http://dx.doi.org/10.1017/s0030605300019803.
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In a study supported by the FFPS Oryx 100% Fund, the authors investigated the impact of traditional hunting practices on native land birds in Samoa. Hunting and habitat modification have contributed to the near extinction of several endemic species. Through new hunting regulations, conservation education programmes and the development of a national park system, the Government of Western Samoa has moved to strengthen its commitment to the conservation of a unique insular biota.
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Nguyen, Quynh Thi Nhu. "The Vietnamese Values System: A Blend of Oriental, Western and Socialist Values." International Education Studies 9, no. 12 (November 28, 2016): 32. http://dx.doi.org/10.5539/ies.v9n12p32.
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<p class="apa">Values education has been discussed extensively in many parts of the world in the context of the dramatic changes associated with globalization which directly affects the set of human values. Vietnam is a developing country with an intermixture of cultural heritage and social-economic transformation. In order to achieve the goal of becoming a modernized and industrialized country, the Vietnamese government is setting the development of human resources as priority. In line with the enhancement of advanced industrial knowledge and skills, Vietnamese should be fulfilled with value codes to meet the requirements of the international labour market, to keep the specific ‘Vietnamese’ characters and to develop sustainably. The content of values education should be addressed to be promoted in families, schools and society. It is thus the aim of this paper to explore the Vietnamese values system. The first section of this paper discusses the notions of values and values education. The following section presents a brief outline of the Vietnamese cultural and historical context. It suggests that irrespective of the changes of historical flows, Vietnamese values still retain traditional values. Holding the same cultural features with other Asian countries, the Vietnamese values system is impacted by the thoughts of Confucianism, Taoism and Buddhism. Additionally, Vietnamese adapt Western values from the French and American. Under the management of the Vietnamese government, socialist values are promoted as key rulers of social well-being and prosperousness.</p>
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Pinto. "The Effect of Western Formal Education on the Ghanaian Educational System and Cultural Identity." Journal of Negro Education 88, no. 1 (2019): 5. http://dx.doi.org/10.7709/jnegroeducation.88.1.0005.
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Leven, Bozena. "Poland's Transition In Business Education." American Journal of Business Education (AJBE) 3, no. 1 (January 1, 2010): 53–60. http://dx.doi.org/10.19030/ajbe.v3i1.372.
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Prior to Poland's transition from central planning to a market system, which began in 1990, schools of business were non-existent in that country. Instead, university level instruction on economics during the socialist period was closely tied to ideological priorities, and limited to imparting skills suitable for planned economy. All universities were owned by the state, heavily politicized, and solely focused on supporting a centrally planned economy. There was no meaningful attempt to impart, or even describe, market oriented theories, leaving Poland almost wholly without the basic human capital needed to run a market economy. This backdrop makes higher education reform particularly crucial for Poland’s continued economic development and, to date, marketization has fundamentally transformed that sector. Poland’s current higher education system is now compatible with those of many Western European countries, relies on standard Western curricula, and enjoys significant academic autonomy, which exceeds that of some more developed Western countries. This sector has also seen an unprecedented growth in economics and business programs enrollments, along with the formation of private universities. Indeed, the depth and rapidity of Poland's progress in reforming higher education stands in marked contrast to that of other former centrally planned economies, and may serve as an interesting case study for potential reforms in Russia and other former Soviet republics. In this paper we describe the progress and effects of several major reforms in Poland's higher business education, examining changes in funding, potential funding sources, the structure of faculty governance, educational programs and degrees granted, the formation of new curricula, and Poland’s system of faculty promotion. Following this examination, we identify and discuss a number of continuing systemic obstacles to further progress in this area, and discuss how they might be addressed. In addition, we apply Western metrics to assess and evaluate the impact of reform on the current and future quality of Poland's business education. One consequence of Poland's transition to a market economy is its high level of governmental involvement in income redistribution policies, and a quasi-monopolistic position regarding the provision of such services as for example, health care, and quality higher education . Because these governmental policies have parallels in the experiences of European countries, those experiences provide insights into possible outcomes upon which various policy recommendations for Poland may be drawn.
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Neave, Guy. "On Preparing for the Market: Higher Education in Western Europe – Changes in System Management." Higher Education Policy 4, no. 3 (September 1991): 20–25. http://dx.doi.org/10.1057/hep.1991.38.
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Ehlers, Valerie. "Nurses as advocates between western and traditional wealth practices in RSA." Health SA Gesondheid 5, no. 2 (October 23, 2000): 29–36. http://dx.doi.org/10.4102/hsag.v5i2.29.
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The RSA, like most African countries, have two health care systems. The most visible one is the Westernised hospital and/or clinic based treatment of diseases. This system was introduced by the colonisers and perpetuated by the current formal education programmes of most health care professionals in the RSA. Traditional African medicine has existed since time immemorial and continues to treat vast numbers of people. Both these health care systems will be briefly discussed. Then the role of nurses in the RSA's health care system(s) will be examined.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Trakšelys, Kęstutis. "Education Sociological Paradigms Importance of Education Sciences." Pedagogika 129, no. 1 (April 25, 2018): 5–14. http://dx.doi.org/10.15823/p.2018.01.
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The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual’s achievements, which are usually associated with the innate talents and efforts. The analysis of an individual’s social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual’s reproduction process and education system, based on the approach to this theory, is defined by individual’s habits (habitus), and harmony with individual’s social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players’ behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.
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White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas." Australian Journal of Education 30, no. 1 (April 1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.
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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further education in Western Australia that is highly relevant to what is happening in other parts of the nation.
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AYANGIL, RUHI. "Western Notation in Turkish Music." Journal of the Royal Asiatic Society 18, no. 4 (October 2008): 401–47. http://dx.doi.org/10.1017/s1356186308008651.
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The adoption of western notation (which is an example of graphic notation) as the “official system” in Turkey dates from after 1828. Sultan Mahmud II (reigned 1808–1839) abolished the Janissary force in 1826 and with it the musical unit of that army, it was a band for wind and percussion instruments (Mehterhâne-i Hümâyûn). He then organised his new army on western lines and thus introduced an institution of western origin, the military band, as the musical unit of his modern army. This new institution, which was European in its music system, instruments, repertoire and first and foremost its methods of education, was formed under the name Muzika-i Hümâyûn (the royal military band). Professional musicians were invited from Europe to participate and, with the foundation of Muzika-i Hümâyûn in 1827, the most far-reaching change in Turkish musical history took place. It was an outstanding manifestation of westernisation which necessarily made a deep impact on both the Turkish makam (modal) music system and the existence and the behaviour of the musicians who produced and performed it. The domination of makam music and its masters in court circles and their claim to be the sole and absolute system of taste was undermined, although the appreciation and respect of certain sultans and bureaucrats continued on a personal level. From that date on, a duality, an East-West dichotomy (the effects of which can still be seen), overtook the cultural sphere of which music was a part. Within this dichotomy, tonal polyphonic music of the West began to make its influence felt at least as much as, if not more than, makam based Turkish music both within the state framework and in the society at large. These dual concepts were referred to as Alla Turca and Alla Franga. While Alla Franga (alafranga in common parlance) came to symbolise modernity, change and the new life style, Alla Turca (alaturka in common parlance) became a manifestation of being archaic and conservative and of having a blind commitment to tradition and an under-developed taste (even no taste at all). Within this series of dichotomies, which took hold of every area of life (from literature to fashion also, eating habits, systems of beliefs, and education as well as government) makam based Turkish music received a large share of “cultural negation” with the judgement that it did not even have a decent notation system. It became marginalised and restricted to a narrow social group deeply and passionately devoted to it. Even during this process, makam music developed a dynamic of self-protection against “cultural negation” with its composers, theorists, publishers, performers and listening public. Makam music composers and performers learnt western notation, they wrote pieces down and deciphered music from that notation; a system of education based on modern methods developed while still preserving meşk (the traditional oral teaching method of Turkish music). These efforts were driven by the ‘ideal’ of transforming makam music, which was claimed to be archaic due to its monodic structure, into a polyphonic music. The musicians who knew western notation (such as Melekzet Efendi, Leon [Hancıyan] Efendi, etc.) were paid great amounts of money in order to record the works of the old masters in western notation and compile them, along with new compositions, into extensive note-collections (such as Muzika-i Hümâyûn Kumandanı [the commander of the royal military band] Necîp Paşa Collection and the Pertev Paşa Collection, etc.). Works were also published in note editions (such as Mâlûmat [literally meaning knowledge], Müntehâbât [literally meaning selections], Ûdî [lute-player] Arşak editions, etc.). Moreover, educational guides devoted to teaching makam theory and solmisation (such as Tanbûrî Cemîl Bey's Rehber-i Mûsikî [The Music Guide], Muallim [teacher] İsmail Hakkı Bey's Mahzen-i Esrâr-ı Mûsikî [The Cellar of the Secrets of Music], Muallim Kâzım Bey's Mûsikî Nazariyâtı [Music Theory], etc.) and the first methods for learning the instruments of makam music (such as Ûdî Salâhî Bey's Ud metodu [Lute Method], Seyyid Abdülkaadir Bey's Usûl-i Ta'lîm-i Keman [Method for Practising Violin, etc.], modelled on their European counterparts, were beginning to be published.
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Bat, Melodie, and John Guenther. "Red Dirt Thinking on Education: A People-Based System." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 123–35. http://dx.doi.org/10.1017/jie.2013.20.
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In Australia, the ‘remote education system’ presents itself as a simple system where the right inputs, such as quality teachers and leaders will engender the outputs that have been set by the system, such as certain levels of English literacy and numeracy. The system has measures in place, including national testing, to report on its success. For the most part, this system seems to be working quite well. However, this modelling breaks down when the education system of remote Australia is presented. This remote system is presented in much of the literature and in the press, as disadvantaged, under-resourced and underperforming. Reported results indicate that current activities are not bringing the desired outcomes. The so-called mainstream system makes adjustments using its model of input to output, but without success. There is a clear need for change. Just what this change might look like is the focus of this article. Theorising in this space is considered from two positions; the first being the published work of a number of Indigenous Australian educators and leaders writing in this space; the second, a consideration of western theorising using complex adaptive systems. Throughout the article, a metaphor of ‘red dirt thinking’ is applied as a mechanism to ground the thinking in the lives and lands of the Aboriginal and Torres Strait Islander peoples of remote Australia.
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Sirojudin, Didin, and Waslah -. "SIGNIFIKANSI PENGEMBANGAN MUTU PENDIDIKAN ARAB SAUDI." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 5, no. 3 (June 26, 2020): 63–86. http://dx.doi.org/10.32764/dinamika.v5i3.845.
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A country has different challenges and problems in improving the quality of its education. Education is one of the most important aspects for the sustainability of people's lives through the means of a country's quality level of education. It can be seen that the country's quality position compared to other countries education is often used as a benchmark for progress of a country Therefore every country is competing to advance the field of education in order to achieve this progress the conditions are carried out by various countries in the world including Islamic countries, Under the influence of modern culture, the system of primary, secondary, school- vocational schools, technical schools, and arrive at university systems in the Arab and Islamic world are updated and adjusted according to western patterns as well as syllabus and curriculum preparation. The adaptation that is meant here is not to mean swallowing everything from the West, but rather an advanced western education system and form adapted to the philosophy of Islamic Education. In the national development effort, the education system is burdened with 3 objectives namely to provide at least basic education for the entire population, to prepare students with the various skills needed for economic development that is constantly changing, to educate children in beliefs, practices , Islamic values.
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Mergaliyeva, Liliya. "THE NATURE OF INNOVATION ECO-SYSTEM OF THE WESTERN KAZAKH STATE UNIVERSITY." International Journal of Higher Education 9, no. 4 (June 25, 2020): 254. http://dx.doi.org/10.5430/ijhe.v9n4p254.
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It was a strong belief that higher education institutions are notoriously resistant to change. However, during the COVID-19 pandemic, universities have quickly and effectively moved millions of students and educators online despite huge logistical and technological challenges. There are very few industries that have reacted in this way. In future leading universities will look for a new business model and apply disruptive innovations into the leaning process.Today is a right time for planning a long term innovation strategy. In recent years Kazakh higher education development has been accompanied by intensive economic growth and raising demand for high qualifies employers. The aim of this research is to reveal the ways of implementing high innovation and creativity approach in universities under example of Western Kazakhstan State University. This study examines the factors determining conditions for development of innovation culture across the university and industry. The methodology is based on expert interviews, reflective experiences; surveying research for innovation, incorporating the information on innovation landscape map, university infrastructure, human resources, PESTEL analysis as well as industry overview. The results show that WKSU needs frugal innovation, as it provides a new entrepreneurial landscape for companies in low-income countries with limited resources to develop innovations.
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Gou, Minghan, Dongfang Liu, and Zhengqing Wang. "Examination of Teachers’ Technological Pedagogical Content Knowledge: A Western Regional Perspective of China’s Compulsory Education System." Journal of Education and Learning 9, no. 4 (June 19, 2020): 28. http://dx.doi.org/10.5539/jel.v9n4p28.
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Educational technology can provide many advantages for teaching and learning. However, the regional disparity is a well-known result of imbalanced development in China, and the understanding of Western teachers’ technological competence is incomplete. This study utilized the Technology, Pedagogy, Content Knowledge Framework (TPACK) in order to examine the overall status and influence of gender toward teachers’ technological competence in Western China. The survey method was employed to understand the participants (n = 361) perception of their level of TPACK. The results showed that teachers’ pedagogy knowledge and content knowledge were perceived as the highest among the seven types of knowledge examined. All types of technology-related knowledge were perceived as the lowest. Examination of gender influences showed that males perceived significantly higher levels of pedagogy knowledge, technology knowledge, and technological content knowledge. These findings contributed preliminary evidence of the status of teachers’ TPACK in Western regions of China and suggested that additional policies and initiatives should be targeted toward improving all teachers’ technological competence, particularly among female teachers in the compulsory education system.
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Shaposhnikova, Tatyana D., and Ravilya I. Zianshina. "HOW TO INTEGRATE ISLAMIC EDUCATION INTO THE SYSTEM OF SECULAR NATIONAL EDUCATION." Pedagogicheskiy Zhurnal Bashkortostana 88, no. 3 (2020): 22–37. http://dx.doi.org/10.21510/1817-3292-2020-88-3-22-37.
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The article discusses the current state of Islamic education in Russia, the processes preceding its modernization and its stages over the last few decades. The increased attention to Islamic education is associated with those geopolitical changes and globalization processes which take place in the modern world in recent decades. These processes are responsible for the need to consider the prospects of the development of Islamic education from the perspective of multi-polarity and taking into account the changing role of the Muslim countries, occupying today a solid niche in the global world and offering an alternative to the Western model of civilization development. Modern education is formed and developed in a multicultural society. This is a characteristic feature of today's world and an important detail of Russian reality. The tasks of education are not only to transfer knowledge and teach people to professional skills, but also to form their spiritual world and develop their personal qualities. Islamic education is not an outsider of this trend; it is also aimed at personal development and the formation of professional competencies. The successful development of the Islamic education system in Russia, its interaction with the secular one has its own socio-cultural characteristics, which are expressed in the integrative movement of relations between two systems: Islamic (religious) and secular education. The historical foundations of their modern interaction are based on the long-term experience of living in the common territory of peoples and communities with different religions, which contributed to the formation of a multicultural society in Russia. Consolidation of efforts of Islamic educational organizations and state secular structures is due to the need to disseminate reliable information about Islamic culture and its heritage, to fulfill the tasks of countering extremist ideology.
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Rubina Naz, Dr. Hashmat Begum, and Dr. Sardaraz Khan. "The Effects of Western Culture on the Family System of Khyber Pakhtunkhwa: An Overview." sjesr 3, no. 3 (September 29, 2020): 74–82. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(74-82).
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The present study aims to explore the effects of Western culture on the family system of Khyber Pakhtunkhwa. Every culture in the world is diversified. Culture is an invisible thing, but its effects can be seen and felt. The most significant changes of the society often come through its cultural norms. This paper discourses the influences of Western culture on the Muslim culture of Khyber Pukhtunkhwa. A qualitative descriptive approach was adopted, and data was collected from books, journals, newspapers, and the internet. Results revealed that there were significant effects of Western culture on the family system of Khyber Pakhtunkhwa. The research concluded that the influences of Western culture come through education, media, the internet, and cell phones.
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Basir, Abdul. "Educator in The Prespective of Islamic and Western Education Theory." Tarbiyah : Jurnal Ilmiah Kependidikan 9, no. 1 (June 30, 2020): 42. http://dx.doi.org/10.18592/tarbiyah.v9i1.3471.
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Educators take as an important rule in educational system. They are the ones who are responsible for the students in achieving their educational goals. Basically, there is no difference concept of educators in both Islamic and Western Education. However, Islam has broader perspectives compared to the Western one, since in Islam Allah is believed as the first and foremost teacher or educator. Then, this is continued by the Prophet Muhammad as a recipient of revelations from Allah, and then it is inherited to the Islamic Scholars and even parents to educate their followers, children, and all family members. The position of educators is highly appreciated according to Islamic Education, since the source of the knowledge taught to the human is directly from Allah the Almighty God. Therefore, the nature of educators should become role models which can be taken as a good example for the students in order to improve the quality of theit faith and piety. Thus, the terms and conditions for an educator are s/he must be an adult, has good personality and character, has broaden knowledge and skills, and also good attitudes and consistency based on Islamic taughts.
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Laird, Robert. "Education by Production." Aboriginal Child at School 21, no. 3 (July 1993): 31–39. http://dx.doi.org/10.1017/s0310582200005757.
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Every curriculum area requires careful and particular thought when being taught to Aboriginal students: it is teaching one cultural context to another culture which is not familiar with it. This paper will deal with a remote Aboriginal community, as familiarity with the mainstream culture is less and the disparity between the cultures is greater. The specific programme will apply to a combined year five and six. The curriculum area to be examined will be science as it has been comparatively neglected in the past (Palmer 1990;34). It must be made explicit that the following is ‘western’ science and that it is no better or worse a system of looking at the world than any other - just a different one.
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Bernstein, Maria Mikhailovna. "Business Simulation in the System of Preparation of MSc. Students." Development of education, no. 2 (8) (June 10, 2020): 8–12. http://dx.doi.org/10.31483/r-75595.
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Difficulties and problems of business education are theoretically considered in the article. The advantages of traditional Western business education and the problems of young managers that are not ready for business activity in the environment of developing markets are highlighted. Methods of research. The author has examined the conditions of business education in Russia, its content and approaches to teaching. In the course of research, the author provides the idea that the solution to the problem of business education is based on innovation of the curriculum, implementation of interactive methods of teaching and creating the atmosphere of cross-cultural communication in the groups of MSc. students. Results of research. It is defined that setting up an innovative MSc. Program completely taught in English to multinational groups of students created cross-cultural environment in class. The curriculum has comprised the components of Russian and Western business school tracks. It is defined that the implementation of innovative methodological approaches to teaching based on modeling of manager’s professional activity is an indispensable educational means of creating the skills demanded. The author demonstrates the advantages of Markstrat simulation game in teaching marketing. It is proved that innovative business simulation helps to create the situation of authentic communication in the classroom, boosts teambuilding and provides practice of decision-making techniques. The author proves that the hypothesis of the article is correct and the way to solve the problem of business education is found.
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Cumming-Potvin, Wendy, and Wayne Martino. "Thepolicyscapeof transgender equality and gender diversity in the Western Australian education system: a case study." Gender and Education 30, no. 6 (June 18, 2018): 715–35. http://dx.doi.org/10.1080/09540253.2018.1483491.
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Gill, Amy, and Grace Oakley. "Agency Workers’ Perceptions of Cross-System Collaboration to Support Students in Out-of-Home Care." Children Australia 43, no. 1 (January 30, 2018): 47–56. http://dx.doi.org/10.1017/cha.2018.1.
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Children and young people in out-of-home care (OOHC) experience a wide range of educational issues at rates disproportionate to their peers. Collaboration between child protection and education systems is critical to addressing unique educational needs within this cohort. This article presents a qualitative case study investigating child protection workers’ perceptions of their work with primary and high school educators in Western Australia. Methods included policy analysis and in-depth interviews with a purposeful sample of 11 Case Workers and Education Officers employed by The Department for Child Protection and Family Support in metropolitan, regional and remote locations in Western Australia. Overall, participants reported that a jointly established Memorandum of Understanding had helped strengthen mutual accountability for education planning to support students in OOHC. However, difficulties obtaining Documented Education Plans and limited access to supplementary educational supports within both systems were considerable sources of tension. An adaptation of Whittington's (2003) Two-Stage Model of Collaboration illustrates the hierarchical nature of the influences on cross-system collaboration in the present study. While the size of the study limited its scope to one stakeholder group, the study offers frontline insights that may inform the development of future education and child protection agency initiatives.
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Zhu, Jiangang. "Higher Education as a Common Good in China: A Case Study for Ideas and Practices." Higher Learning Research Communications 6, no. 2 (June 30, 2016): 31–42. http://dx.doi.org/10.18870/hlrc.v6i2.330.
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China began its modern system of higher education with the establishment of the former Peking University in Beijing in 1898. The traditional Confucian philosophy of education has been replaced dramatically by modern western philosophy. However, since the communist party came to power in 1949, the philosophy of higher education has experienced much more dramatic changes. In Mao’s time between 1949 and 1976, Maoism philosophy largely displaced Western, so-called capitalistic, philosophy and dominated Chinese higher education for almost 30 years.
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Samokhval, Olesia, and Natalia Voinarovska. "General principles of vocational education and training in the tourism education system of the German speaking countries in Western Europe." ScienceRise: Pedagogical Education, no. 2 (29) (April 15, 2019): 34–39. http://dx.doi.org/10.15587/2519-4984.2019.164208.
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Oganisjana, Karine, and Harry Matlay. "Entrepreneurship as a Dynamic System." Industry and Higher Education 26, no. 3 (June 2012): 207–16. http://dx.doi.org/10.5367/ihe.2012.0100.
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Entrepreneurship, as an important aspect of modern economic thought, is often described as facilitating innovation, job creation and national prosperity. Given the current economic conditions in Europe, entrepreneurship growth and small business development are seen as synonymous with economic recovery and growth. Consequently, in recent years entrepreneurship has climbed steadily towards the top of political agendas in Eastern, Central and Western Europe. In turn, entrepreneurship education has emerged as the most cost-effective and speedy way to increase both the quality and quantity of entrepreneurs entering an economy. The education and development of entrepreneurial students has become a topical and much debated European issue, despite the conceptual vagueness and controversial aspects highlighted by entrepreneurship education researchers. In this article the authors postulate that entrepreneurship represents more than an accumulation of relevant knowledge, skills and attitudes. Instead, entrepreneurship is envisaged as lifelong learning and conceptualized in terms of the continuous development of an individual's key entrepreneurial competences. Thus, entrepreneurship education emerges as a dynamic system of lifelong learning steps and entrepreneurship components which are to be developed holistically in order to enhance its impact on entrepreneurial outcomes.
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Nițulescu, Lavinia-Maria, and Elena-Alina Hosu. "Corporate Social Responsibility for Education." Educatia 21, no. 19 (December 19, 2020): 42–47. http://dx.doi.org/10.24193/ed21.2020.19.05.
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The present article tackles the concept of corporate social responsibility (CSR) in the educational field, from the perspective of the projects achieved in collaboration with the educational institutions and companies and projects focused on the improvement and updating the background of the school units. The necessity to implement projects in the field of education by private companies and public firms is justified by the existence of certain financial deficits in the educational system. The study of documents and of national and international specialised materials in the CSR field reveals the requirement to consult schools in establishing the action directions but also the involvement of the business environment in the adaptation of the educational programs to the needs of the labour market. By means of an inquiry-based questionnaire, applied online to a number of 50 representatives having different levels and profiles within educational institutions in the Western area, both from the rural and the urban environment, we have gathered examples of good practice in assuming the implementation of the social responsibility projects in the field of education, in the Western area of Romania.
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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.
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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
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Xie, Dong, Ning Kong, Sydney Skaggs, and Anbo Yang. "An Ecological Perspective on Youth Career Education in Transitioning Societies: China as an Example." Journal of Career Development 46, no. 6 (January 22, 2019): 651–64. http://dx.doi.org/10.1177/0894845318824673.
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Contextual factors have received increased attention in understanding the challenges and difficulties in translating career education and career guidance services from Western societies to non-Western societies, many of which are undertaking a shift from a socialist and collectivistic system to a more individualistic one. In this article, using China as an example, we discussed the contextual factors in different ecological systems, such as economical, educational, and sociocultural, and how they may facilitate or impede youth career education in a transitioning society. We reviewed a career education program in a Chinese senior middle school to illustrate such impacts. Additionally, we proposed strategies for further development of youth career education in China as well as in other countries with similar transitions. We introduced a framework of a diversified concept of career and several context-resonant career development theories to be considered in guiding youth career education programs in these transitioning societies.
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Kelly, Steven. "Navigating the Western Academy: An Aboriginal Man's PhD Perspective." Australian Journal of Indigenous Education 49, no. 1 (December 20, 2018): 23–31. http://dx.doi.org/10.1017/jie.2018.21.
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This paper discusses the PhD research process from my perspective as an Aboriginal man. The paper illuminates how I navigated my way through a Western academic system using an Aboriginal framework. I give insights into the dynamics at play in both academic and traditional ways of knowing, being and doing. As an Aboriginal researcher, I was intent, as many Aboriginal scholars are, on doing research that was inclusive, respectful, culturally appropriate and satisfactory to both partners. The paper is not designed as a ‘one size fits all’, but may be used as a signpost for those who choose to do research with Aboriginal people or for insights into the experiences of an Aboriginal Higher Degree by Research student and researcher.
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Грайн, Эберхард, Eberkhard Grayn, Елена Сахарчук, and Elena Sakharchuk. "The system of training for tourism in Austria." Universities for Tourism and Service Association Bulletin 7, no. 4 (December 23, 2013): 78–85. http://dx.doi.org/10.12737/1839.
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The paper analyzes the structure and content of the education model in the tourism sector in Austria.
The most important characteristics of the profile of tourism education are identified; “through” systemic
nature, allowing the implementation of the principle of continuity of educational levels; practical orientation
of these forms of educational activities, such as dual training or education at the institutes of applied sciences
or in the form of part-time vocational school (before allowing the employment of graduates); a wide range of
educational trajectories based on the modular structure of the course format; a comprehensive approach to
solving the profile of tourism education; the enabling horizontal and vertical development of competencies;
focused training for various groups of educational and career-oriented activities at all educational levels.
The most important characteristics of the Austrian education system in the tourism sector can be further used
in the comparative analysis of Western European models to determine the invariant parameters of effective
systems of professional education.